UTL40180

Learning Outcomes:

Having successfully completed this module, you will have demonstrated the ability to:
1. Demonstrate an understanding of Universal Design for Learning (UDL) principles and practices
2. Undertake a peer-to-peer teaching conversation and look for evidence of learning in ones’ own teaching practice.
3. Analyse a range of appropriate teaching materials and methods that prompt critical and creative thinking.
4. Develop a teaching philosophy that is informed by current research and educational theory
5. Articulate alignment between learning outcomes, teaching and assessment methods in a module or other coherent set of learning activities.
6. Create a fledgling teaching practice portfolio integrating relevant materials to demonstrate and support teaching and learning approaches.

Indicative Module Content:

While this is an asynchronous learning experience, there will still be synchronous opportunities with peers and lecturer support. The exact timing of these activities will be at the discretion of the learners and in-sync with the module schedule. Participants will engage with learning materials weekly which serve as guide through literature and activities.

Weekly Topics:
Week 1 - Universal Design for Learning Overview
Week 2 - Universal Design for Learning in Practice
Week 3 - Universal Design for Learning Capstone
Week 4 - Learning Theories
Week 5 - Assessment
Week 6 - Looking for Learning with Peers
Week 7 - Scholarship of Teaching and Learning
Week 8 - Reflective Practice
Week 9 - Teaching Philosophies
Week 10 - Public Scholarship and Portfolio Development
Week 11 - Synthesise and Reflect
Week 12 - Sharing Showcase and Looking Beyond BBUT

Student Effort Hours:

Approaches to Teaching and Learning:

There are four core elements one must accommodate in undertaking the Becoming a Better University Teacher Module.
1. Autonomous engagement – primarily self directed learning and action research
2. Collaborative engagement – working collectively with peers in online
3. Utilising online resources and activities – developing strategies for the portfolio and teaching practice
4. Application to professional practice – authentic assignments

Generative AI (GenAI) will be incorporated into the UTL40180 module due to its significant relevance to teaching and learning. The module will provide specific guidelines on:

- When and how GenAI can be used
- Appropriate ways to acknowledge its use
- Which UCD-supported GenAI tools are available

Please note that the use of these tools is optional and students will not be required to use GenAI tools. If GenAI is used, students must indicate clearly in submitted work the nature and extent of the tool use.

Not applicable to this module.

Not applicable to this module.
 

Assessment Strategy  

 

Please see Student Jargon Buster for more information about remediation types and timing. 

Feedback Strategy/Strategies

• Feedback individually to students, on an activity or draft prior to summative assessment
• Feedback individually to students, post-assessment
• Group/class feedback, post-assessment
• Peer review activities
• Self-assessment activities

How will my Feedback be Delivered?

There will be a series of in session activities to discuss and review with peers and faculty - these shall lead to online formative submissions that may elicit additional feedback and guidance to the individual and/or group. There will be an opportunity to review and gather feedback on the final assignment prior to submission.